Keywords
Attitude
Motivation
Beliefs
English as Foreign Language
Language Learning
How to Cite
Abstract
This study investigates the influence of learners’ attitudes, motivation, and beliefs on their Willingness to Communicate (WTC) in an English as a Foreign Language (EFL) classroom. By employing survey design, this study recruited 85 students through purposive sampling in a state senior high school in Purbalingga, Indonesia. Using multiple linear regression analysis, the findings reveal that these three variables collectively explain 34.3% of the variance in WTC (R² = 0.343), indicating that additional factors play a significant role in influencing students’ communication behaviors. Among the independent variables, attitude has the strongest and most significant effect on WTC (β = 0.570, p < 0.05), while motivation and beliefs exhibit weak and statistically insignificant relationships. The overall model is significant (F = 14.098, p < 0.05), confirming that attitude, motivation, and beliefs together contribute to WTC. These findings suggest that fostering positive attitudes toward language learning is essential for enhancing students’ willingness to engage in communication. The study highlights the need for pedagogical strategies that promote confidence, reduce communication anxiety, and create a supportive classroom environment. Future research should explore additional factors such as self-confidence, anxiety, peer influence, and teacher interaction to better understand the complexities of WTC in EFL contexts.
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